Improving Training: Find the Path to Least Resistance

How can we ensure we have efficient and effective training? We understand the path of least resistance when talking about subjects such as electricity. For example, in a parallel circuit the current will be greater through the path with the least amount of resistance, even though the applied voltage will be the same. How does this apply to the learning environment? I believe there are certain attitudes and behaviors that trainers bring into the classroom that can either clear the path or can create resistance to learning. Let’s look at just a few.

One way to prepare the brain for learning is to touch the emotions early in the class by telling a brief story that appeals to the audience. The anecdote could be funny or maybe a little sad, but it needs to be interesting and short.

What can we do after getting everyone’s attention?

I was once an observer in an excavation safety competent class that was taught by a retired marine corps drill sergeant. Having attended a Train the Trainer class, this gentleman knew the topic quite well and brought plenty of enthusiasm to the event. Unfortunately, he also brought some attitudes and behaviors that were not helpful to the cause.

Early in the class he asked the group, “How much does a cubic foot of soil weight?”

A volunteer timidly answered, “35 pounds?”

“35 pounds!” He shouted in reply. “You wish it weighed 35 pounds! Son that cubic foot of soil weighs well over 100 pounds! A cubic yard of dirt weighs more than your pickup!”

Slipping into drill sergeant mode he could not have made the student feel any smaller. And of course, that was the end of class participation.

That’s just one obvious example of how attitude and behavior can squelch participation and reduce chances for learning. Unconditional positive regard goes a long way to getting and keeping participants involved. Insults and belittlement create resistance to learning.

Participant involvement. The most efficient way to dump information onto a class would be a non-stop lecture. It could be done in a very short amount of time, but how much would be retained? It’s not a surprise that studies show that there is a direct correlation between involvement and learning. Involvement helps clear the path to learning. But involvement does not normally occur without preparation and the proper approach by the instructor.

An instructor may be well-versed on a topic such as excavation safety. Expert level even. But if the material is covered in an order that is other than logical, it makes it more difficult for the learner to grasp concepts. For example, I’ve been to classes where the OSHA Excavation Safety Standard was covered in the order in which the standard is written. From a training perspective that makes no sense and is a huge barrier to learning. For example, take the case of definitions that are in alphabetical order. Is that order the best way to explain the definitions and key concepts? Of course not. The path to least learning resistance is to begin with some basic concepts and then build upon those in a way that smoothly transitions to the more complex matters.

Finally, training guru Bob Pike maintained that everyone is tuned into the radio station WII-FM (What’s-In-It-For-Me). Every participant wants to know why the material being covered is relevant to them. I believe that to the degree that we can answer that question satisfactorily, we will further reduce the resistance to learning.

We’ve discussed only a few ideas that look at the interesting topic of training. I believe instructors should constantly be learning how to improve their craft and I highly recommend any book on training by the aforementioned Bob Pike. I also recommend Vicki Hallsey’s book “Brilliance by Design”. Keep learning my friends.